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The Clinician Volume 6: Issue 1 (Winter-Spring, 2017) DIRECTOR’S MESSAGE Lina Hartocollis, Phd, LCSW

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The Clinician Volume 6: Issue 1 (Winter-Spring, 2017) DIRECTOR’S MESSAGE Lina Hartocollis, Phd, LCSW Going the Distance Gilbert Baker: An Interview My History of “Change” at Seas of Change with the Father of the Penn Rainbow Flag Volume 6| Issue 1 | Winter-Spring 2017 The Clinician The Clinical Doctor of Social Work Newsletter The University of Pennsylvania School of Social Policy & Practice Clinical Doctor of Social Work 2016 Cohort From Bottom Row Left: Kay Colbert, Maria Balintona, Laura Vega, Maureen Rosenplanter, Noelle Ciara, Corey Hirsch, Ebony Speakes-Hall, Regina Miller From Top Row Left: Caroline Fenkel, Jennifer Clinkscales, Rick Azzaro, Heather Evans, Manuela Mage, Patty Inacker, Richard Barton, Zachary Holtzman-Conston The Clinician is a Student and Alumni Run Newsletter | website: www.sp2.upenn.edu/publications/the-clinician/?pubview=true Volume 6: Issue 1 CONTENT 3. Director’s Message Lina Hartocollis, PhD, LCSW 4. The Clinician Going the Distance The Clinical DSW Newsletter By Donna M. Wampole, LCSW; Amy Page, LCSW; and Manuela Mage, LSW EXECUTIVE EDITOR Amy Page, LCSW 6. Gilbert Baker: An Interview with the Father of the CONTRIBUTING EDITORS Rainbow Flag Manuela Mage, LSW By Manuela Mage, LSW Donna M. Wampole, LCSW 9. PAST EXECUTIVE EDITORS My History of “Change” at Penn MaryAnn A. Groncki, DSW, LCSW By Jeffrey N Jin, ACSW Marni Rosner, DSW, LCSW 11. GRAPHIC DESIGN & LAYOUT Seas of Change MaryAnn A. Groncki, DSW, LCSW By Donna M. Wampole, LCSW We would like to take this opportunity to 14. thank everyone who has contributed to Alumni News this edition of The Clinician. A very special thank you to Dr. Lina Hartocollis for her ongoing support and contributions to The Clinician. Work published in The Clinician is not copyrighted by the newsletter. Publication in The Clinician does not limit the publication of work submitted and published in the newsletter in other venues. Opinions and ideas expressed by the contributors are their own and not necessarily those of The Clinician editorial group, the School of Social Policy & Practice, or the University of Pennsylvania. Submissions may have been edited to conform to newsletter style and format. 2. The Clinician Volume 6: Issue 1 (Winter-Spring, 2017) DIRECTOR’S MESSAGE Lina Hartocollis, PhD, LCSW This fall marks the 10th anniversary of the social work practice doctorate. I’m looking at the photo I keep on my desk of our first class of DSW students (below), the intrepid pathfinders who, back in 2007, helped us launch our program at Penn and usher in the practice doctorate as a new degree for our profession. Those fourteen graduates - Margaret, Kielty, Nicole, Tracy, Cynthia, Danna, Laura, Jack, Lloyd, Jane, Eric, Heather, MaryAnn and Val - hold a special place as the first DSW cohort. Our 10-year anniversary will be an opportunity to celebrate every one of our eight cohorts of talented alumni and their incredible accomplishments. We have big plans for a kick-off celebration at the October Council on Social Work (CSWE) annual program meeting in Dallas. We’ll also be ramping up our efforts to “give back” to and engage our alumni by offering networking and professional development opportunities. We’ll start by assembling a Penn DSW alumni advisory board that will help plan events like free continuing education workshops and other exciting activities for our DSW graduates across the country. As the DSW program grows nationally, we are also working to expand our global presence. We’ve partnered with the NEVET Greenhouse of Context-Informed Research and Training for Children in Need at Hebrew University in Jerusalem, Israel, on comparative research aimed at developing culturally sensitive interventions for children and families who have experienced psychological stress and trauma. Our two Penn/NEVET DSW students, Tarah Keeley and Brie Radis, are participating in a research project that will compare groups in the US and Israel that represent differences in race/ethnicity, religion and sexual orientation. Four Israeli NEVET students are collecting and analyzing data on Ethiopians, Russian Jews, Muslims, and Haredi (Ultra-orthodox) Jews. Our students here in the US are focusing their dissertation research on African American and lesbian families. Last fall our students were offered the opportunity to travel to Israel to meet the Israeli students and attend a conference on child welfare. This summer, we’re terrifically pleased to host the four Israeli students—Lital, Rivki, Netanel, and Shelly—here during our June campus immersion experience. We anticipate that the Penn/NEVET partnership will be one of many new initiatives and collaborations that will further strengthen the DSW program - nationally and globally - as we move into our second decade. Stay tuned! The Clinician Volume 6: Issue 1 (Winter-Spring, 2017) 3. GOING THE DISTANCE By Donna M. Wampole, LCSW; Amy Page, LCSW; and Manuela Mage, LSW The decision to make the leap back into the role of a student is never for the faint of heart, especially when the role is that of a student in a doctoral program. However, one doctoral program at the University of Pennsylvania is making that leap a little easier for its students. Penn reintroduced its Doctorate of Clinical Social Work program in 2007, setting the precedent for additional universities to offer the advanced practice program. In 2015, Penn offered its first combination online and brick-and-mortar program, offering an innovative track for clinicians who wish to advance the skills of clinical practice and academic knowledge while also embracing online technology that allows for a flexible program to be offered to students country- and world-wide. Nineteen cohort members embarked on a journey of higher learning in August of 2015, establishing themselves as the first DSW cohort at, Penn’s School of Social Policy and Practice to utilize a balance of on-site classes, hosted during scheduled immersion experiences, with twice-weekly classes held via the Zoom program. Zoom, a licensed online communications system allows professors and students the opportunity to engage in face-to-face lecture and discussion, small group work held in break-out sessions, and individual class consultation and project work. As a result of this technology, students have the scheduling freedom needed to attend class and to gain knowledge without negotiating the additional commuting times or relocation needed to attend conventional schooling. Zoom technology has also been used for student representative meeting attendance and, for one author, guest lecturing for the Master of Social Work program at Penn. In addition, one professor within the program was able to be part of the program solely because Zoom allowed for off-campus teaching at a time when she was unavailable to be present in Philadelphia. As noted by Lina Hartocollis, Dean of Students and Director of the Clinical DSW program, the distance learning format has allowed for access to an Ivy League program for individuals “located at various distances, multiple locations...even active military members.” Even those students who were attracted to the DSW program at Penn before they knew it would be delivered primarily online have expressed appreciation for the convenience it provides. Students report that the online format has allowed them to continue employment and to maintain family schedules with relatively little disturbance. Each of the students interviewed identified the ability to attend classes and communicate with professors while traveling or during nontraditional work hours as one of the creative uses of technology within the program. Another benefit identified by students was the fact that classes could easily be recorded. Thus, if a student must miss class, that student can watch the recording in order to catch up on missed material. Despite the innovative delivery method of courses, the time-honored reputation for academic rigor associated with the University of Pennsylvania remains the same. Johanna Crocetto, a student in the 2015 cohort, identified learning directly from “leading experts in the field” of social work as one of the highlights of attending the DSW program. Katharine Wenocur, another member of the 2015 cohort, states that she was initially attracted to Penn’s program because her experience attending the MSW program there had shown her that Penn has “a commitment to quality social work education regardless of the format.” She also reports that participation in the program has enriched her “professional identity,” by allowing her to fully inhabit the role of scholar-clinician in her work. When on campus, the DSW cohort engages not only in classroom lecture and dissertation work, but also social outings including campus tours, dinner at World Cafe Live, and most recently, a professionally- guided walk of Philadelphia’s host of locally and internationally designed murals. Continued On Page 5 4. The Clinician Volume 6: Issue 1 (Winter-Spring, 2017) GOING THE DISTANCE Donna M. Wampole, LCSW; Amy Page, LCSW; and Manuela Mage, LSW Continued From Page 4 Lina and DSW Coordinator Jeff Johnson-Curry have worked to welcome all cohort members to both Penn and to Philadelphia, knowing that the bulk of cohort time will be spent away from SP2. As a result, distance learning participants, as compared to past brick-and-mortar cohorts, are offered time to experience a campus climate and the culturally rich surroundings of the city, while not having to be in a hurry to converge onto the Caster building on a hard-pressed, weekly basis. This promotion of social relationships among cohort members seems to be working quite well, according to several students in the program. Emily Masciulli, a student in the 2015 cohort, cites the combination of the on-campus immersion experiences and the twice-weekly online courses as “foster[ing] a very supportive environment which allows me to feel connected to my classmates.” Another member of the 2015 cohort, Brie Radis, describes the benefits she has gained from developing positive relationships among classmates, stating that the students are “an integral support system” for each other.
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